The positive effect of the use of cues for learning forward rolls in children with learning difficulties

Abstract

The objective of this study was to verify the effect of the use of learning cues in the performance development of forward rolls by children with learning difficulties. Twenty-six children (12 boys and 14 girls) with 10,7 ± 0,6 aged were divided into two groups: group with learning cues (GLC) and group without learning cues (GWC). The children were indicated by the school as they present learning difficulties in several academic areas and, therefore, attend reinforcement classes in the extra-curricular period at school. The study took place in four stages: Pre-test; Intervention (five sessions, 45-minutes each); Post-test; Retention (two days post-test). For the motor performance analysis, the children were filmed and the videos analyzed by two evaluators, using the motor pattern check list for the forward rolls. Regarding GWC, no significant differences were found. On the other hand, GLC showed significant results during the evaluation phases. This showed that the use of cues to teach forward rolls to children with learning difficulties was positive, demonstrating that learning cues are fundamental resources which teachers in the area can adopt.